This report uses Baby FACES 2018 data to provide a descriptive snapshot of overall quality in Early Head Start classrooms, with a focus on teacher–child relationship quality. In addition, we examine how classroom practices and other aspects of classroom quality are associated with teacher–child relationships and whether teacher–child relationships in Early Head Start are associated with infant and toddler outcomes. These findings broaden our knowledge about the quality of teacher–child relationships in infant and toddler settings, and how they might be improved to better prepare infants and toddlers for later school success. (author abstract)